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This paper aims to primarily assess two things: 1) student and teacher perceptions regarding culture and the sources of cultural content in the Korean university EFL context, and 2) the specific culture-related topics that teachers and students in this setting prefer to teach and learn, respectively. Both qualitative and quantitative data was gathered through questionnaires distributed to 607 students currently enrolled in English conversation classes offered at a Korean university and 12 professors of English at the university. The first section asked teachers and students about: 1) the importance of culture in the language classroom, 2) how they valued different sources of culture (target, international, source), and 3) how their interest in certain culture-related topics affected their motivation to study. The second section asked both groups about their preference for specific culture-related topics (including both Big “C” and little “c” topics). The results revealed that while both students and teachers agreed on the importance of culture in class, students preferred to study native English speaking (target) cultures over non-native cultures. Results also showed that both students and teachers found topics like “popular culture” and “lifestyles” interesting, yet differed on others. Discussion for application and relevance are also provided.
With the advent of computing and the internet technology, language learners have a myriad of opportunities for authentic target language experience beyond classrooms. While the potential of out-of-class language learning has been acknowledged by researchers and educators, there is a lack of empirical studies on various factors relevant to out-of-class learning. This study examines Korean college students’ practices of out-of-class learning in relation with affective factors and motivation. Two types of out-of-class learning are classified as explicit and implicit language learning and affective factors include L2 WTC (Willingness to communicate), foreign language classroom anxiety, and perceived English communication competence. Explicit and intrinsic motivation is examined in terms of its predictability of the hours of out-of-class activities. For the study, 103 college students majoring in English education participated and responded to survey questions. The data were analyzed to reveal how students did out-of-class activities, how motivation influenced out-of-class learning, and how the out-of-class learning affected L2 WTC, anxiety and perceived English communication competence. The findings were presented with discussions and suggestions for further studies.
Using Deci and Ryan’s (1980, 2000) Self-Determination Theory (SDT), the present study investigated relationships between the learning motivation and development of English grammar knowledge of the Korean high school students. A total of 187 students attending high schools in Gyeonggi Province participated in this research. They completed an English grammar test, measuring English grammar knowledge, and an Academic Self-Regulated Questionnaire, assessing students’ self-determination in motivation for learning. The data were analyzed using relevant statistical methods, such as independent samples t-test, correlation, and partial binary logistic regression. The results found that (1) the students with higher scores on the grammar test exhibited significantly higher self-determination in learning than those who gained lower scores on the grammar test; (2) the students’ grammar test scores showed positive association to the degree of self-determination; and (3) students’ self-determination showed significant effects to the English grammar knowledge. The results are further discussed within the context of current educational curriculum of English for secondary schools, and pedagogical implications are provided
This study is to provide profound insights into the language use of non-native speakers related to the overuse of ‘however’ as a contrastive connector. It adopted the recent data from COCA(Corpus of Contemporary American English) corpus comprising five genres of ACAD(academic prose), MAGA(magazine), NEWS (newspaper), FICT(fiction), and SPOK(spoken). It then examined the connector of ‘however’, along with ‘but’ which can be replaced with ‘however’. Specifically, it examined the frequency, percentage, position and usages. The results show that native speakers are found to use a higher percentage of ‘but’ than ‘however’ in all genres. ‘But’ is used in ACAD with 62.3%, and in all the other genres with over 90%. But ‘however’ is used in ACAD with 37.7% and in both MAGA and NEWS within less than 10% each. As for the position, ‘but’ is placed at BSC(the beginning of a sentence or clause) with a higher ratio, and ‘however’ is placed at BSC and ISC(inside the sentence or clause) with a lower ratio. This study also delineates some remarkable usages. Overall, the specific usages of the two connectors are found to be different depending on genres. This study provides practical suggestions in helping learners solve the overuse of ‘however’.
This study examined the function of formulaic sequences (FSs) in specific contexts. It also investigated the effect of learning of FS function on the FS acquisition of learners at different proficiency levels. Acknowledging FS function and the varying proficiency levels of learners, this study established experimental and control groups: the former focusing on FS function and the latter on FS meaning. On the basis of these groupings, this study divided learners into four groups. FS function is categorized as mentioning conversation purpose, maintaining conversation, presenting conversation topic, discourse marker, conveying information. This study conducted the analysis using four tests and an open-ended questionnaire. This study found: (1) no significant difference between the experimental and control groups, meaning that learning FS function has an insignificant effect on FS acquisition; (2) learning FS function has little effect on completing FS forms; (3) at high levels, understanding FS function has a positive effect on grasping the meaning of FSs in specific contexts. FS function is connected to understanding its meaning. As more and more teachers notice the pedagogical value of FSs, they must also recognize the necessity of FS acquisition and adopt it in their teaching activities in more various ways.
This study aims to investigate University students’ perceptions on the effects of dialogue journal writing on their writing skill and affective domains. To accomplish the objectives, dialogue journal writing had been applied to twenty-six university students over a 16 week period. The data were collected through student journal entries and interviews. Qualitative data was analyzed with students dialogue journal writing and interviews that were conducted with 15 students. The findings show that the dialogue journal writing had a positive effect on the students writing skill such as the students writing fluency enhancement, expansion of vocabulary items, grammar awareness rising. In addition, the dialogue journal writing had a positive impact on the students affective domains such as writing anxiety, motivation as well as interests of English writing. And the findings suggested that dialogue journal writing could facilitate college students’ English writing development when it comes to authentic communicative interaction between students and the teacher. Some implications and suggests will be discussed based on the findings of the study.
School-based curriculum evaluation has been one of the core issues in curriculum planning, implementation, outcome, and feedback of the holistic curriculum process to next curriculum planning stage. In line with the significance of the curriculum evaluation, the research in the field of subject specific curriculum evaluation should be conducted for English teachers to customize their unique curriculum evaluation. Under this situation, this study has attempted to explore the secondary school English teachers’ perceptions on the significance degree of curriculum evaluation criteria, drawing implications for setting curriculum evaluation criteria. To achieve this purpose, the order of the criteria was analyzed by using Likert scale, and analysis of variance, and Scheffė post-hoc test were employed. The analysis revealed that, first, the curriculum evaluation criteria and components should be selected by reflecting subject teachers’ perceptions when applying it into school-level curriculum evaluation. Second, certain evaluation criteria was perceived more significant in a specific school level or school scale, suggesting that the curriculum evaluation criteria needs to be differentiated by each variable such as school-level or school-scale. A couple of suggestions were made for further research in this area such as an introduction of various research methodologies, and ways of developing and strengthening curriculum evaluation autonomy.
체계적 문헌분석을 통한 고교-대학 연계 영어교육 연구
체계적 문헌분석을 통한 고교-대학 연계 영어교육 연구
이온순(Lee, On-Soon),박지선(Park, Jiseon),장형지(Chang, Hyung-ji)
영어어문교육 제24권 제4호/ 2018
149-167 (19 pages)
사회과학>교육학
초록보기
Despite increasing interest in English programs, few studies have emphasized the development of English program articulation between high school and college. The current study, therefore, explores the importance of such articulated English programs for Korean college English education, by conducting a systematic literature review of the findings of 67 relevant studies. Furthermore, this study analyzes and compares the findings by using an internet-based text-mining program in terms of frequent expressions in the abstracts collected. Based on the results, the study suggests some implications for practice. First, English program articulation between high schools and colleges is critical. Second, it is important to take an integrated approach to the development of articulated high school and college programs.
The purpose of this study is to analyze EFL learners error types and feedback effects in English descriptive writing. 60 Korean college students had 30 minutes to write each of two descriptive essays in class and responded to a questionnaire. Participants were also required to correct each language form error in their first drafts across two feedback conditions. This study examined participants error rates of the first and revised draft to categorize EFL learners error types and differentiate the effects of the teacher’s feedback. The results of the descriptive writing tasks analyzed by error rate indicate a significant improvement in accuracy and fluency after revision. Detailed error analysis on descriptive writing indicates that the error types related with nouns are more frequent and treatable than those with verbs, which were the two main error types in the previous EFL writing studies regardless of genres. There was a subtle statistically insignificant difference to correct each error type with different types of teacher’s feedback due to the varying proficiency level of each group but it showed a tendency that the more explicit feedback the teacher provided, the less error rate students made. The findings suggest teachers consider the benefits of writing genres as well as explicit feedback types when analyzing error types.
In a globalized world where increasing opportunities for intercultural communication and interaction are frequent, English now acts as a significant medium for communicating with other peoples and cultures. Nowadays, English language learners need to be equipped with intercultural competence to successfully communicate with people from other cultures (Lochtman & Kappel, 2008), and therefore, assisting the development of students’ intercultural competence is a major goal in language education (Pegrum, 2008). This study conducted a comparison of two university English language classrooms, an ESL class in the U.S. and an EFL class in Korea, to examine current classroom practices for developing intercultural competence and to invesigate teachers’ recognition of the need and their preparation for class. Qualitative research was employed to obtain data through document analysis, participant observation, and semi-structured interviews in order to gain an in-depth understanding of classroom practice. The study identified some problems and challenges facing the current university EFL classroom in Korea and offered directions and suggestions for improvement of English language programs.
The present study addresses the usefulness of cloze test in terms of its construct and face validity. While cloze has been claimed to be a useful and practical tool that measures language learners’ proficiency, discussions on its validity have been mostly limited to its correlations with other tests. Aiming to explore the constructs underlying cloze test, this study conducted a factor analysis based on Korean EFL leaners’ test scores on a cloze test. In addition, the study analyzed participants’ responses to a questionnaire on the learners’ percieved validity of the test. Factor analysis of the paticipants’ cloze scores identified genral English ability, as well as phrase-, sentence-, and discourse-level language ability as underlyng constructs. The analysis of the participants’ responses to the questionnaire revealed that the cloze had only moderate degree of overall face validity, although the learners tended to perceive the tests’ relevance to word-, sentence-, and discourse level language abilities. Correlation analyses suggested that poor topic familiarity is a factor that can lower learners’ perceived validity of the test.
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